The Effectiveness of the Flipped Classroom Model in Improving Understanding of the Concept of IPAS in Elementary School
EfektiVitas Model Flipped Classroom Dalam Meningkatkan Pemahaman Konsep IPAS Di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.2727Keywords:
Flipped Classroom, Concept Understanding, IPAS, EffectivenessAbstract
The purpose of this study was to find out whether students who took part in flipped classroom learning better understood the science concept compared to those who took part in direct learning. The research design is post-test only with control group, and is quasi-experimental. The two sample groups used the cluster random sampling method to make the research sample. Science comprehension tests, administered to students as essay tests at the end of the study, were used to collect data. From the post-test data it is known that students who were treated using the flipped classroom strategy got an average score of 85.35 for understanding the ipas concept. The students who were given treatment with direct learning were 78.60. The results of the study show that the understanding of the IPAS concept through the flipped classroom approach is higher than the understanding of the IPAS concept through direct learning.
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